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Empirical Research Articles
All publications are linked or free for download below.
Leider, C.M. & Proctor, C.P. (in press). Toward a Dynamic Idiolect: Multilingual Perspectives on the “Science of Reading”. Educational Psychologist.
Leider, C.M., Tigert, J.M., Norova, N. (2024). Teaching culturally and linguistically diverse learners: a content analysis of teacher professional organizations’ position statements. Teachers College Record. https://doi.org/10.1177/01614681241252502
Dobbs, C.L. & Leider, C.M. (2024). The centrality of English to the legacy of Lau: A Critical Race Theory analysis of Massachusetts policy for English Learners. Bilingual Research Journal.
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Baker, D., Leider, C. M., Kim, H., Rinaldi, C., & Garcia, P. (2024). All Over the Map: State-level Guidance for English Learners with Disabilities. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073241250276
Ahmed, A.** & Leider, C.M. (2024). Stimulated Recall, Teacher Beliefs, and Instructional Practices: Using structured reflective practice to examine teacher talk. TESOL Journal. https://doi.org/10.1002/tesj.838
Dobbs, C.L., Leider, C.M., Bempechat, J., & Jimenez-Silva, M. (2024). “Just for the Sake of Giving It:” Using a Teacher Beliefs Framework to Unpack Elementary Teachers’ Homework Perspectives and Practices". Journal of Education. https://doi.org/10.1177/00220574241235685
Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245. https://doi.org/10.1080/19313152.2022.2082781
Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal. https://doi.org/10.1002/tesj.652
Leider, C.M. & Dobbs, C. L. (2022). Being ‘diverse’ in the midst of pandemics and protests: Understanding misalignments between institutional and individual values for women of color academics. New Horizons in Adult Education and Human Resource Development.
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis.
Dobbs, C. L. & Leider, C.M. (2021). “Does this happen to everyone?": Women professors of color reflect on experiences in the academy, A Duoethnography.
International Journal of Qualitative Research.
Dobbs, C.L. & Leider, C.M. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity. Journal of Multilingual Theories and Practices, 2(1), 25-46.
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence?
International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2018.1500998.
Colombo, M., Tigert, J., & Leider, C.M. (2018). The state of teacher preparedness to teach emergent bilingual learners: Perspectives of 45 English language education directors, MATSOL Currents, 41 (1), 52-58.
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum.
Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.
Leider, C.M., Tigert, J.M., Norova, N. (2024). Teaching culturally and linguistically diverse learners: a content analysis of teacher professional organizations’ position statements. Teachers College Record. https://doi.org/10.1177/01614681241252502
Dobbs, C.L. & Leider, C.M. (2024). The centrality of English to the legacy of Lau: A Critical Race Theory analysis of Massachusetts policy for English Learners. Bilingual Research Journal.
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Baker, D., Leider, C. M., Kim, H., Rinaldi, C., & Garcia, P. (2024). All Over the Map: State-level Guidance for English Learners with Disabilities. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073241250276
Ahmed, A.** & Leider, C.M. (2024). Stimulated Recall, Teacher Beliefs, and Instructional Practices: Using structured reflective practice to examine teacher talk. TESOL Journal. https://doi.org/10.1002/tesj.838
Dobbs, C.L., Leider, C.M., Bempechat, J., & Jimenez-Silva, M. (2024). “Just for the Sake of Giving It:” Using a Teacher Beliefs Framework to Unpack Elementary Teachers’ Homework Perspectives and Practices". Journal of Education. https://doi.org/10.1177/00220574241235685
Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245. https://doi.org/10.1080/19313152.2022.2082781
Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal. https://doi.org/10.1002/tesj.652
Leider, C.M. & Dobbs, C. L. (2022). Being ‘diverse’ in the midst of pandemics and protests: Understanding misalignments between institutional and individual values for women of color academics. New Horizons in Adult Education and Human Resource Development.
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis.
Dobbs, C. L. & Leider, C.M. (2021). “Does this happen to everyone?": Women professors of color reflect on experiences in the academy, A Duoethnography.
International Journal of Qualitative Research.
Dobbs, C.L. & Leider, C.M. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity. Journal of Multilingual Theories and Practices, 2(1), 25-46.
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence?
International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2018.1500998.
Colombo, M., Tigert, J., & Leider, C.M. (2018). The state of teacher preparedness to teach emergent bilingual learners: Perspectives of 45 English language education directors, MATSOL Currents, 41 (1), 52-58.
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum.
Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.